The purpose of this research is to develop a scale for analyzing the technological pedagogical an... more The purpose of this research is to develop a scale for analyzing the technological pedagogical and content knowledge (TPACK) and self-efficacy perceptions of the social sciences teachers and teacher candidates. During the development process, an item pool has been generated by evaluating the studies made in the literature. Also, after opinions have been obtained from the experts in scale development, essential revisions have been made in accordance with these opinions. The final version of the scale has been applied to 285 teacher candidates for the validity-reliability study. As the result of the confirmatory factor analysis, 7 factors have been determined related with the scale. The Cronbach Alpha reliability coefficient of the scale has been found as 0.977. In conclusion, it is determined that the scale is valid and reliable for making the study.
This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to devel... more This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners’ five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5) capability in technological application. The subjects were 212 students from 4 schools in Kanchanaburi, Chiang Mai, Mae Hong Son, and Si-Saked provinces that were enrolled in the 2010 academic year. The PBL using ICT approach was used as the research tool. The data collecting instruments were lesson plans, students’ journals, semi-structured interviews, and social networking where students’ learning artifacts and products were collected (nectecpbl.ning.com). Content analysis and triangulation methods were used to analyze the data. The results showed that students were able to perform five key competencies in communication capability, thinking capability, problem solving capability, capability in applying life skills, and capability in technological application. Moreover, the students learned the content in the learning areas of Science, Mathematics, Foreign Languages, Health and Physical Education, and Occupations and Technology. The research findings revealed that the use of PBL using ICT can help to develop students’ abilities to communicate ideas, problem solving, life skills, and abilities to use technology, as well as their learning in content of the subject area.
To pose a problem refers to the creative activity for mathematics education. The purpose of the s... more To pose a problem refers to the creative activity for mathematics education. The purpose of the study was to explore the eighth grade students’ problem posing ability. Three learning domains such as requiring four operations, fractions and geometry were chosen for this reason. There were two classes which were coded as class A and class B. Class A was consisted of successful students in comparison to class B in terms of mathematical acquisition. The study has been carried out by means of qualitative research. On the other hand, independent samples T test was used for obtaining statically inference. Moreover, chi-square test was used whether this students’ problem posing ability is independent of mathematics topics.
This paper analyzed a preservice mathematics teacher’s beliefs about teaching mathematics with te... more This paper analyzed a preservice mathematics teacher’s beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer’s Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant’s pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers- the first layer portrays the participant’s voice in his narratives and the second layer portrays researcher’s voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs- beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.
The purpose of this research is to develop a scale for analyzing the technological pedagogical an... more The purpose of this research is to develop a scale for analyzing the technological pedagogical and content knowledge (TPACK) and self-efficacy perceptions of the social sciences teachers and teacher candidates. During the development process, an item pool has been generated by evaluating the studies made in the literature. Also, after opinions have been obtained from the experts in scale development, essential revisions have been made in accordance with these opinions. The final version of the scale has been applied to 285 teacher candidates for the validity-reliability study. As the result of the confirmatory factor analysis, 7 factors have been determined related with the scale. The Cronbach Alpha reliability coefficient of the scale has been found as 0.977. In conclusion, it is determined that the scale is valid and reliable for making the study.
This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to devel... more This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners’ five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5) capability in technological application. The subjects were 212 students from 4 schools in Kanchanaburi, Chiang Mai, Mae Hong Son, and Si-Saked provinces that were enrolled in the 2010 academic year. The PBL using ICT approach was used as the research tool. The data collecting instruments were lesson plans, students’ journals, semi-structured interviews, and social networking where students’ learning artifacts and products were collected (nectecpbl.ning.com). Content analysis and triangulation methods were used to analyze the data. The results showed that students were able to perform five key competencies in communication capability, thinking capability, problem solving capability, capability in applying life skills, and capability in technological application. Moreover, the students learned the content in the learning areas of Science, Mathematics, Foreign Languages, Health and Physical Education, and Occupations and Technology. The research findings revealed that the use of PBL using ICT can help to develop students’ abilities to communicate ideas, problem solving, life skills, and abilities to use technology, as well as their learning in content of the subject area.
To pose a problem refers to the creative activity for mathematics education. The purpose of the s... more To pose a problem refers to the creative activity for mathematics education. The purpose of the study was to explore the eighth grade students’ problem posing ability. Three learning domains such as requiring four operations, fractions and geometry were chosen for this reason. There were two classes which were coded as class A and class B. Class A was consisted of successful students in comparison to class B in terms of mathematical acquisition. The study has been carried out by means of qualitative research. On the other hand, independent samples T test was used for obtaining statically inference. Moreover, chi-square test was used whether this students’ problem posing ability is independent of mathematics topics.
This paper analyzed a preservice mathematics teacher’s beliefs about teaching mathematics with te... more This paper analyzed a preservice mathematics teacher’s beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer’s Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant’s pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers- the first layer portrays the participant’s voice in his narratives and the second layer portrays researcher’s voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs- beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.
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